Q3161328 (Q3161328): Difference between revisions
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(Changed an Item: Edited by the materialized bot - inferring region from the coordinates) |
(Created claim: summary (P836): THIS PROJECT IS WITHIN THE GENERAL FRAMEWORK OF THE ACQUISITION OF FOREIGN LANGUAGES, MORE SPECIFICALLY WITHIN THE ACQUISITION OF ENGLISH AS A THIRD LANGUAGE. THE MAIN OBJECTIVE OF THIS PROJECT INCLUDES THE STUDY OF THE DEVELOPMENT OF THE ACADEMICO LANGUAGE IN ENGLISH APPRENTICES SUCH AS L3 FROM A SOCIOPRAGMATICA PERSPECTIVE, TAKING INTO ACCOUNT NEW CONTEXTS OF INSTRUCTION, CLIL (CONTENT LANGUAGE AND INTEGRATED LEARNING), AND EMEMUS (ENGLISH MED...) |
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THIS PROJECT IS WITHIN THE GENERAL FRAMEWORK OF THE ACQUISITION OF FOREIGN LANGUAGES, MORE SPECIFICALLY WITHIN THE ACQUISITION OF ENGLISH AS A THIRD LANGUAGE. THE MAIN OBJECTIVE OF THIS PROJECT INCLUDES THE STUDY OF THE DEVELOPMENT OF THE ACADEMICO LANGUAGE IN ENGLISH APPRENTICES SUCH AS L3 FROM A SOCIOPRAGMATICA PERSPECTIVE, TAKING INTO ACCOUNT NEW CONTEXTS OF INSTRUCTION, CLIL (CONTENT LANGUAGE AND INTEGRATED LEARNING), AND EMEMUS (ENGLISH MEDIUM EDUCATION IN MULTILINGUAL UNIVERSITY SETTINGS). IN THIS WAY, WE INTEND TO ALLEVIATE THE NEED IDENTIFIED IN THE FIELD OF PRAGMATICA IN L2 (BARDOVI-HARLIG, 2014) REGARDING THE EFFECT OF NEW LEARNING ENVIRONMENTS (LEARNING ENVIRONMENT) ON THE ACQUISITION OF PRAGMATIC COMPETITION. WE ALSO INTEND TO COMPLETE THE EXISTING RESEARCH IN CLIL AND EMEMUS ENVIRONMENTS (RUIZ DE ZAROBE AND JIMENEZ-CATALAN, 2013, JUAN-GARAU AND SALAZAR-NOGUERA, 2015; PREECE, 2016) THAT POINTS TO THE BENEFITS OF THESE CONTEXTS OF INSTRUCTION FOR THE DEVELOPMENT OF PRAGMATIC COMPETITION. BASED ON THE LATEST PUBLICATIONS, WE UNDERSTAND THE PRAGMATIC COMPETENCE OF MULTI-LINGUAL SPEAKERS AS A WHOLE (CENOZ, 2013) THAT MUST BE EXAMINED HOLISTICALLY AND NOT IN ISOLATION (GARCIA AND WEI, 2014). FROM THIS PERSPECTIVE, THE PROJECT GOES BEYOND CONTRASTING THE PRODUCTION OF CLIL AND EFL STUDENTS, AND AIMS TO ANALYSE THE ACADEMICO LANGUAGE IN ALL THE LANGUAGES OF THE STUDENTS OF A PARTICULAR BILINGUAL COMMUNITY, THE VALENCIAN COMMUNITY, FOCUSING ON THE SOCIOPRAGMATICO LEVEL AND TWO DIFFERENT STAGES OF LINGUISTIC EVOLUTION (SNOW, 2014). (English) | |||||||||||||||
| Property / summary: THIS PROJECT IS WITHIN THE GENERAL FRAMEWORK OF THE ACQUISITION OF FOREIGN LANGUAGES, MORE SPECIFICALLY WITHIN THE ACQUISITION OF ENGLISH AS A THIRD LANGUAGE. THE MAIN OBJECTIVE OF THIS PROJECT INCLUDES THE STUDY OF THE DEVELOPMENT OF THE ACADEMICO LANGUAGE IN ENGLISH APPRENTICES SUCH AS L3 FROM A SOCIOPRAGMATICA PERSPECTIVE, TAKING INTO ACCOUNT NEW CONTEXTS OF INSTRUCTION, CLIL (CONTENT LANGUAGE AND INTEGRATED LEARNING), AND EMEMUS (ENGLISH MEDIUM EDUCATION IN MULTILINGUAL UNIVERSITY SETTINGS). IN THIS WAY, WE INTEND TO ALLEVIATE THE NEED IDENTIFIED IN THE FIELD OF PRAGMATICA IN L2 (BARDOVI-HARLIG, 2014) REGARDING THE EFFECT OF NEW LEARNING ENVIRONMENTS (LEARNING ENVIRONMENT) ON THE ACQUISITION OF PRAGMATIC COMPETITION. WE ALSO INTEND TO COMPLETE THE EXISTING RESEARCH IN CLIL AND EMEMUS ENVIRONMENTS (RUIZ DE ZAROBE AND JIMENEZ-CATALAN, 2013, JUAN-GARAU AND SALAZAR-NOGUERA, 2015; PREECE, 2016) THAT POINTS TO THE BENEFITS OF THESE CONTEXTS OF INSTRUCTION FOR THE DEVELOPMENT OF PRAGMATIC COMPETITION. BASED ON THE LATEST PUBLICATIONS, WE UNDERSTAND THE PRAGMATIC COMPETENCE OF MULTI-LINGUAL SPEAKERS AS A WHOLE (CENOZ, 2013) THAT MUST BE EXAMINED HOLISTICALLY AND NOT IN ISOLATION (GARCIA AND WEI, 2014). FROM THIS PERSPECTIVE, THE PROJECT GOES BEYOND CONTRASTING THE PRODUCTION OF CLIL AND EFL STUDENTS, AND AIMS TO ANALYSE THE ACADEMICO LANGUAGE IN ALL THE LANGUAGES OF THE STUDENTS OF A PARTICULAR BILINGUAL COMMUNITY, THE VALENCIAN COMMUNITY, FOCUSING ON THE SOCIOPRAGMATICO LEVEL AND TWO DIFFERENT STAGES OF LINGUISTIC EVOLUTION (SNOW, 2014). (English) / rank | |||||||||||||||
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| Property / summary: THIS PROJECT IS WITHIN THE GENERAL FRAMEWORK OF THE ACQUISITION OF FOREIGN LANGUAGES, MORE SPECIFICALLY WITHIN THE ACQUISITION OF ENGLISH AS A THIRD LANGUAGE. THE MAIN OBJECTIVE OF THIS PROJECT INCLUDES THE STUDY OF THE DEVELOPMENT OF THE ACADEMICO LANGUAGE IN ENGLISH APPRENTICES SUCH AS L3 FROM A SOCIOPRAGMATICA PERSPECTIVE, TAKING INTO ACCOUNT NEW CONTEXTS OF INSTRUCTION, CLIL (CONTENT LANGUAGE AND INTEGRATED LEARNING), AND EMEMUS (ENGLISH MEDIUM EDUCATION IN MULTILINGUAL UNIVERSITY SETTINGS). IN THIS WAY, WE INTEND TO ALLEVIATE THE NEED IDENTIFIED IN THE FIELD OF PRAGMATICA IN L2 (BARDOVI-HARLIG, 2014) REGARDING THE EFFECT OF NEW LEARNING ENVIRONMENTS (LEARNING ENVIRONMENT) ON THE ACQUISITION OF PRAGMATIC COMPETITION. WE ALSO INTEND TO COMPLETE THE EXISTING RESEARCH IN CLIL AND EMEMUS ENVIRONMENTS (RUIZ DE ZAROBE AND JIMENEZ-CATALAN, 2013, JUAN-GARAU AND SALAZAR-NOGUERA, 2015; PREECE, 2016) THAT POINTS TO THE BENEFITS OF THESE CONTEXTS OF INSTRUCTION FOR THE DEVELOPMENT OF PRAGMATIC COMPETITION. BASED ON THE LATEST PUBLICATIONS, WE UNDERSTAND THE PRAGMATIC COMPETENCE OF MULTI-LINGUAL SPEAKERS AS A WHOLE (CENOZ, 2013) THAT MUST BE EXAMINED HOLISTICALLY AND NOT IN ISOLATION (GARCIA AND WEI, 2014). FROM THIS PERSPECTIVE, THE PROJECT GOES BEYOND CONTRASTING THE PRODUCTION OF CLIL AND EFL STUDENTS, AND AIMS TO ANALYSE THE ACADEMICO LANGUAGE IN ALL THE LANGUAGES OF THE STUDENTS OF A PARTICULAR BILINGUAL COMMUNITY, THE VALENCIAN COMMUNITY, FOCUSING ON THE SOCIOPRAGMATICO LEVEL AND TWO DIFFERENT STAGES OF LINGUISTIC EVOLUTION (SNOW, 2014). (English) / qualifier | |||||||||||||||
point in time: 12 October 2021
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Revision as of 17:07, 12 October 2021
Project Q3161328 in Spain
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q3161328 in Spain |
Statements
18,150.0 Euro
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36,300.0 Euro
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50.0 percent
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30 December 2016
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29 March 2020
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UNIVERSIDAD JAUME I
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39°59'9.71"N, 0°2'15.86"W
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12040
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EL PRESENTE PROYECTO SE SITUA DENTRO DEL MARCO GENERAL DE ADQUISICION DE LENGUAS EXTRANJERAS, MAS CONCRETAMENTE, DENTRO DE LA ADQUISICION DEL INGLES COMO TERCERA LENGUA. EL OBJETIVO PRINCIPAL DEL PRESENTE PROYECTO COMPRENDE EL ESTUDIO DEL DESARROLLO DEL LENGUAJE ACADEMICO EN APRENDICES DE INGLES COMO L3 DESDE UNA PERSPECTIVA SOCIOPRAGMATICA, ATENDIENDO A NUEVOS CONTEXTOS DE INSTRUCCION, CLIL (CONTENT LANGUAGE AND INTEGRATED LEARNING), Y EMEMUS (ENGLISH MEDIUM EDUCATION IN MULTILINGUAL UNIVERSITY SETTINGS). DE ESTE MODO, PRETENDEMOS PALIAR LA NECESIDAD DETECTADA EN EL CAMPO DE LA PRAGMATICA EN L2 (BARDOVI-HARLIG, 2014) ACERCA DEL EFECTO DE NUEVOS ENTORNOS DE APRENDIZAJE (LEARNING ENVIRONMENT) EN LA ADQUISICION DE LA COMPETENCIA PRAGMATICA. TAMBIEN PRETENDEMOS COMPLETAR LA INVESTIGACION EXISTENTE EN ENTORNOS CLIL Y EMEMUS (RUIZ DE ZAROBE Y JIMENEZ-CATALAN, 2013, JUAN-GARAU Y SALAZAR-NOGUERA, 2015; PREECE, 2016) QUE APUNTA A LOS BENEFICIOS DE ESTOS CONTEXTOS DE INSTRUCCION PARA EL DESARROLLO DE LA COMPETENCIA PRAGMATICA. PARTIENDO DE LAS ULTIMAS PUBLICACIONES, ENTENDEMOS LA COMPETENCIA PRAGMATICA DE HABLANTES MULTILINGUES COMO UN TODO (CENOZ, 2013) QUE DEBE EXAMINARSE DE MANERA HOLISTICA Y NO AISLADA (GARCIA Y WEI, 2014). DESDE ESTA PERSPECTIVA EL PROYECTO VA MAS ALLA DE CONTRASTAR LA PRODUCCION DE ESTUDIANTES DE CLIL Y EFL, Y PRETENDE ANALIZAR EL LENGUAJE ACADEMICO EN TODAS LAS LENGUAS DE LOS ESTUDIANTES DE UNA COMUNIDAD BILINGUE EN PARTICULAR, LA COMUNIDAD VALENCIANA, CENTRANDONOS EN EL NIVEL SOCIOPRAGMATICO Y EN DOS ESTADIOS DIFERENTES DE EVOLUCION LINGUISTICA (SNOW, 2014). (Spanish)
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THIS PROJECT IS WITHIN THE GENERAL FRAMEWORK OF THE ACQUISITION OF FOREIGN LANGUAGES, MORE SPECIFICALLY WITHIN THE ACQUISITION OF ENGLISH AS A THIRD LANGUAGE. THE MAIN OBJECTIVE OF THIS PROJECT INCLUDES THE STUDY OF THE DEVELOPMENT OF THE ACADEMICO LANGUAGE IN ENGLISH APPRENTICES SUCH AS L3 FROM A SOCIOPRAGMATICA PERSPECTIVE, TAKING INTO ACCOUNT NEW CONTEXTS OF INSTRUCTION, CLIL (CONTENT LANGUAGE AND INTEGRATED LEARNING), AND EMEMUS (ENGLISH MEDIUM EDUCATION IN MULTILINGUAL UNIVERSITY SETTINGS). IN THIS WAY, WE INTEND TO ALLEVIATE THE NEED IDENTIFIED IN THE FIELD OF PRAGMATICA IN L2 (BARDOVI-HARLIG, 2014) REGARDING THE EFFECT OF NEW LEARNING ENVIRONMENTS (LEARNING ENVIRONMENT) ON THE ACQUISITION OF PRAGMATIC COMPETITION. WE ALSO INTEND TO COMPLETE THE EXISTING RESEARCH IN CLIL AND EMEMUS ENVIRONMENTS (RUIZ DE ZAROBE AND JIMENEZ-CATALAN, 2013, JUAN-GARAU AND SALAZAR-NOGUERA, 2015; PREECE, 2016) THAT POINTS TO THE BENEFITS OF THESE CONTEXTS OF INSTRUCTION FOR THE DEVELOPMENT OF PRAGMATIC COMPETITION. BASED ON THE LATEST PUBLICATIONS, WE UNDERSTAND THE PRAGMATIC COMPETENCE OF MULTI-LINGUAL SPEAKERS AS A WHOLE (CENOZ, 2013) THAT MUST BE EXAMINED HOLISTICALLY AND NOT IN ISOLATION (GARCIA AND WEI, 2014). FROM THIS PERSPECTIVE, THE PROJECT GOES BEYOND CONTRASTING THE PRODUCTION OF CLIL AND EFL STUDENTS, AND AIMS TO ANALYSE THE ACADEMICO LANGUAGE IN ALL THE LANGUAGES OF THE STUDENTS OF A PARTICULAR BILINGUAL COMMUNITY, THE VALENCIAN COMMUNITY, FOCUSING ON THE SOCIOPRAGMATICO LEVEL AND TWO DIFFERENT STAGES OF LINGUISTIC EVOLUTION (SNOW, 2014). (English)
12 October 2021
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Castellón de la Plana/Castelló de la Plana
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Identifiers
FFI2016-78584-P
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